81 Industrial Parkway North, Aurora, Ontario, L4G 4C4, Canada
55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7, Canada
Indirect Support:
81 Industrial Parkway North, Aurora, Ontario, L4G 4C4, Canada
55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7, Canada
1979
1865
120
570
JK to 8
5 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Traditional
Liberal Arts
12 to 16
12 to 16
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
$15,200
$31,000 to $41,500
$57,000 to $83,000
No
Yes
0%
33%
None
5 to 12
$0
$20,000
11
71
0%
49%
80%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 5 - 12
No
No
information not available
Trinity College School is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning dedicated to developing opportunities within the local community and beyond.
Read The Our Kids Review of Trinity College School
We all want to go where everyone knows our name, and while there is a strong academic program at APA, that sense of place is one of the primary draws for the families that enroll here. Students are known throughout the school, and their successes are routinely recognized, shared, and celebrated. For many students, that in itself can provide a transformative learning experience. The community of the school actively includes the parents and siblings of the students who attend, something that brings a welcome warmth and familiarity to the lived experience of the school. The size of the school also allows for faculty to approach each student individually, providing appropriate challenge and support to ensure that all reach their academic and social potentials. The ideal student is one who will thrive in a close-knit, personal, challenging academic setting.
View full reportTrinity is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning managed by a director dedicated to developing opportunities within the local community and beyond. The ideal student is one who responds well to challenge.
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"...this school took me in with a smile and great attitude."
François LeFantôme - Student (Nov 06, 2018)
I absolutely love Aurora Prep! It is a bit small but it comes with plenty of charm and smiles. It ha...
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"They had high expectations with him and really encouraged him to rise to the level he was capable of."
Patty Keele - Parent (Nov 19, 2018)
Both my children have had a fantastic experience at APA. The teachers and administration are very re...
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"The academics are so relevant and well-applied. The kids know why they are learning something and are using this knowledge to relate to and understand real-life situations."
Meave Mastracci - Parent (Dec 10, 2018)
Making the decision to switch my eldest to APA was literally one of the best decisions we have ever ...
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" ... everyone is truly welcoming"
Mariam Omilabu - Student (Jan 23, 2018)
Being at Trinity College school is like moving away from home, feeling terrified and lost, then grad...
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"Beate Mundo Corde: Blessed are the pure in heart... truer words could not be said about the people of Trinity College School."
Benjamin Glassco - Alumnus (Jan 25, 2018)
"Beate Mundo Corde": Blessed are the pure in heart. Adorned on the school's crest and displayed on t...
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"I felt like the luckiest person in the world"
Jocelyn Murphy - Alumnus (Jan 26, 2018)
My time at Trinity was so special. I spent four years there in both day and boarding programs, and I...
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"Aurora Preparatory Academy is a small school that produces big results. With our smaller class sizes, teachers develop a meaningful connection with each child, facilitating higher academic performance and stronger overall development. Our welcoming, inclusive community ensures an environment where students, teachers and families work together for the success of every learner. By meeting and enhancing the Ontario curriculum, our approach to education promotes independence, responsibility and confidence."
"TCS attracts motivated students locally, nationally, and internationally because we respect each person as we do their cultures. Day and boarding families alike realize that our campus is 100 acres of home, where our students quickly become a close-knit, extended family. Our faculty work with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because we know that students achieve great things when they feel supported. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start truly valuing themselves as well as others."
"At Aurora Prep, we provide a broad-based foundation that focuses, not only on exceptional academics, but also on athletic, artistic, social, emotional, and psychological development. We maintain a small, cohesive environment in which students are supported by a community to which they truly feel they belong. This approach allows them to explore and enhance their existing skills while simultaneously encouraging them to face and overcome challenges."
"At TCS, each student is valued for what they uniquely bring to the community because individuality matters here. Our students are surrounded by people who only want the best for them. We support them to find their personal path so that they are ready to realize their potential. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start what's next truly valuing themselves as well as others."
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"Aurora Prep chooses to remain small and affordable. Our tuition costs are among the lowest of all schools in York Region, making private education within reach for a greater number of families. In addition, we deliberately keep our community small, allowing it to retain its feeling of cohesiveness while providing a greater number of opportunities for students. It truly feels like a one-room schoolhouse that still provides an exceptional array of educational opportunities."
"Students can get a fresh start and go as deep as they want, exploring, discovering, and focusing, with abundant options. Our variety of electives and co-curriculars offer students opportunities to try something new and go deeper with what they may already love. Faculty works with each student, with the right amount of challenge and encouragement to foster a high level of independence. Each student is valued for what they uniquely bring to the community because individuality matters here."
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"Although Aurora Prep is committed to being smaller in size, families sometimes believe our programming is limited. Nothing could be further from the truth. We enjoy a 19,000 sq-ft building and a generous yard. We introduce itinerant subjects - music, French, phys. ed, and art - immediately in Junior Kindergarten. We don't split grades. We also have charitable opportunities, school concerts, clubs and field trips, and a school musical. Aurora Preparatory is truly comprehensive in its offerings."
"People see our buildings, they feel the community when they come onto campus. What they maybe don’t see, at least at first, is the work our faculty works with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because at TCS students achieve great things when they feel supported."
"Aurora Prep espouses and embodies the belief that it takes a village to raise a child. Every member of our community plays an integral part to ensure the best possible experience for all our students. Our teaching staff works incredibly closely, supporting one another and contributing to each student, each class, and the school as a whole. Administrators are deeply involved in school life, often spending time with classes or individual students in order to foster connection and provide guidance."
"At TCS, an excellent education means students remain open to learning throughout life and doing something positive with what they have learned. Our students realize their "why" as we nurture and further develop their good character."
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We would like to introduce you to Aurora Preparatory Academy, an institution that offers an exceptional elementary education in York region at a surprisingly reasonable cost. Aurora Prep is owned and operated by a small, select group of teachers committed to continuing the unparalleled 35 years' success its predecessor, Foundations Private School, on the occasion of its principal's retirement. It has been an exciting year of transition and updates, honouring the past while embracing the future, and many of our current families are already registering in advance of the anticipated public interest.
Aurora Prep is a small school that produces big results, currently boasting a student population that allows us to provide exceptional individualized support to each of our students. Teachers and students enjoy a strong rapport that facilitates higher academic performance and stronger emotional development. In addition, we encourage our families to get involved in school life, and we provide many opportunities to do so. Together, our approach produces a welcoming, cohesive community that creates the best environment possible in which elementary students can thrive. While many schools may speak of foundation, community, and excellence, Aurora Prep espouses them as its fundamental, governing principles.
Our students are encouraged to do their best at all times, achieving excellence in every subject and activity. We promote responsibility, independence and effort, recognizing the inherent importance of the learning process and not just the final result. Aurora Prep students develop the courage to try new things and the mindset that they are capable of anything. They recognize that striving for academic excellence must be complemented by striving for excellence in all other aspects of life. A committed involvement in athletic, artistic or altruistic pursuits is an essential component of our students’ lives.
If you have any questions about our school, our approach, or our programmes, we invite you to contact me personlly and I would be happy to provide you additional information.
Sincerely,
Rhonda Vissers
For more than 140 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world, and that our alumni are leaders in their communities. But this is just half the story.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
At TCS we think that the quality of character determines the quality of leader. As such, we challenge our students to establish worthy goals and to act to good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our programme and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful and confident.
If you are considering Trinity College School as a destination, I trust that this Web site will provide you with many of the details you desire.
However, in order to truly experience the strong, supportive community that is TCS, I would like to extend an open invitation to visit us in person. I can promise you that the caring and energizing environment that we foster and enjoy will prove unique from any other school you may have visited.
I very much look forward to welcoming you to campus.
Sincerely,
Stuart K.C. Grainger
Headmaster
Liberal Arts
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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Aurora Preparatory Academy’s curriculum is aligned to the Ontario Ministry of Education guidelines, resulting in a student’s seamless transition into secondary school. We introduce all areas of study, including French, Music, Art and technology, at the Junior Kindergarten level and recognize the inherent value of traditional areas of study, such as grammar, spelling and hands-on math. Our instructor–to–student ratio is purposely kept low to ensure that every student receives the assistance, supervision and direction that he or she needs. We provide a platform for high-achieving learners who require a more challenging curriculum and are capable of completing enriched work in multiple areas of study. We are also able to supplement in-class lessons with additional support for those who may be currently working below grade-level. In each case, we make sure our students meet or surpass curriculum benchmarks set forth by the Ministry. Our goal is to give our students the skills and the confidence needed to be successful in the next phase of education and for the rest of their lives.
As our families and students appreciate, a high school diploma is only the beginning step towards achieving long-term goals of post-secondary education and career advancement. Our academic program is an opportunity for our students to show that they are capable of managing deadlines and completing specific tasks, which are important skills for any post-secondary program. Academic programming has been carefully designed to prepare students for the challenges of university study, and the wide range of courses, in addition to the School’s emphasis upon learning skills and a personal approach to learning, reinforce our compelling academic vision. We strive to provide opportunities to bring out the very best in every TCS learner by helping students balance their individual aptitudes, the requirements of the Ontario Secondary School Diploma and university admission requirements.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Although TCS primarily takes a traditional approach to mathematics, critical thinking and the application of concepts and skills is emphasized in each course and at each grade level. Mathematics teachers are highly collaborative and develop course lessons and materials in teams. Students are also expected to work collaboratively and learn the importance of practice, critique and revision when working toward mastery. Students may avail themselves of a variety of learning supports including the use of the ‘Math Learning Center’ which is open to students throughout the academic day and three evenings each week. The use of technology (including graphing calculators, online interactive graphing tools and video lessons) is embedded in daily lessons and on assessments. Students with a passion for mathematics are encouraged to challenge themselves by sitting the University of Waterloo mathematics contests that run throughout the academic year.
Mathematics courses primarily use the McGraw-Hill Ryerson published textbooks, designed for the Ontario curriculum. Some exceptions include AP Calculus (Stewart. Single Variable Calculus, Early Transcendentals, 7th edition) and AP Statistics (Bock, Velleman, De Veaux, STATS Modeling the World, 4th Edition).
Students are required to use the Ti-84 series of graphing calculators. Students learn course specific calculator skills during lessons and may use them on assessments, including the final exam. Calculators with ‘QWERTY’ keyboards are not permitted.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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At TCS, writing is used to harness and develop the power of self-expression. Texts studies serve as models for students’ own writing and to stimulate their creative faculties. There is a focus across disciplines on using language with precision and clarity, and incorporating stylistic devices appropriately and effectively. For example, in the AP Language & Composition course, students not only deconstruct the rhetorical and literary merit of pieces, but learn how to craft their own compelling arguments. In the lower grades we specifically teach grammar and vocabulary is taught through literature.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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The science program at TCS has been developed such that students learn the essential content and skills that will prepare them for the challenges of the next grade level, beginning from Grade 9 and leading to AP courses. Grade 9 and 10 science classes introduce students to the disciplines of chemistry, physics and biology and explore the interrelationships between science, technology, society and the environment. There is a focus on student-directed approaches to inquiry to give them greater ownership in the experimental process and collaboration with lab peers. The importance of fair, unbiased experimental designs to test hypotheses is underscored, as is the proper graphing and written form of displaying and explaining data. Grade 11 and 12 science students will continue to refine these skills as they engage with more in-depth content. Problem solving and analysis skills are emphasized in order to further develop their critical thinking.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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English courses at Trinity College School are designed to enhance students’ abilities to critically analyze and appreciate literature through the study of a wide array of novels, plays, poems, and short stories. Students focus not only on what a literary text means but also how a text conveys that meaning. Students are taught to use academic language coherently and confidently as well as to select reading strategies best suited to particular texts and particular purposes for reading. Our courses are thematically based and expose students to works ranging from the Elizabethan era to the 21st Century. Unique opportunities offered in our department include a Grade 10 cross-curricular English and History Travel Education course; AP Language and Composition; AP Literature and Composition; and a selection of Grade 12 courses that focus on a common subject, including Holocaust Literature, African Literature, Middle Eastern Literature, and Alienation Literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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In addition to teaching course content, a particular focus in our social studies curriculum is helping our students to be knowledgeable and discerning consumers of information, including both online and textual resources. Students are taught specific skills for developing and refining research questions. We also work to develop proper research techniques and skills for verifying and authenticating online information. Students are also given various opportunities to communicate their knowledge, in spoken, written and multimedia formats.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The delivery of the social sciences and humanities at Trinity College School seeks an equal balanced approach between perennialism and pragmatism. Fostering a strong theoretical understanding of the relationship between politics, culture, and the economy offers a staging point to critically analyse the issues of the day from a Canadian and global context. Students have an opportunity to explore current public debates about social justice issues and social policy. They critically examine the links between economic and social class disparities; religion; human rights; race, racism, and anti-racism, gender and sexuality; health and education; and environmental concerns on a local and global level. Students receive a solid foundation in research methods and theories, building their analytical skills in order to properly prepare them to contribute to making the world a better place, which is in keeping with our mission.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Fluency in the languages and cultures studied at TCS is critical training for contemporary citizenship. Literacy is the aim, one that affords connection preparing students for the 21st century. Languages, both classical and modern, challenge students to blend critical thinking, analytical practices, and performative advocacy in ways that highlight the interplay of curricular application and extension. A variety of efforts are made to facilitate cross-disciplinary study stemming from student interest in topics that encourage collaborative, creative thinking using a cultural framework. Language is the tie that binds communities affording students the occasion both to learn how to speak and how to listen.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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The Arts are driven by passion, imagination, creativity, discipline, energy, and joy. This is what we work with every day to produce artistic thought, feeling, and action through music, drama, and visual art. We love what we do and we do it well. Our students graduate with a life-long love of the arts and a deep understanding of culture and their place in it.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
The Computer Studies Department is partitioned into two streams, Communications Technology and Computer Science. Within each stream, students develop skills that allow them to explore the fundamentals and use of computers, and applications within, and apply their skills to produce varied and creative work. The Communications Technology stream emphasizes the creative process, and how technology aids in the development of unique products. Digital graphic design, photography, sound production and videography are the primary concepts of these courses, each implementing rigorous critique and focusing on the design life cycle. Within the Computer Science stream, students gain a deeper understanding of computers, and learn how computers can be manipulated to solve real-world problems. Areas of investigation include program design, computer hardware, algorithm analysis, big data, robotics, and electronics. While exploring these streams, students gain a better understanding of the power of computers, and learn to maximize their use in today’s world.
Web design
Robotics
Computer science
Information not available
At TCS, health and physical education (HPE) is mandatory in grade nine. Courses are offered at all grade levels, including focus courses such as large group games (grade 10) and outdoor education (grade 11). Two grade twelve course options exist with Intro to Kinesiology, and Fitness Leadership. Teachers in the HPE department are experts in the field of healthy active living and many are high level coaches. More importantly, the teachers in HPE department are caring individuals, who strive to see students achieve personal achievements, reach goals and have fun during the experience. The knowledge and skills acquired in HPE courses at TCS provides students with the physical literacy and health literacy they need to lead healthy, active lives.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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At Aurora Prep, we offer a strong academic programme right from Junior Kindergarten. We integrate reading, writing, math, and social studies, in addition to supplemental programmes in technology, music, French, physical education and art. Our teachers also balance the need for social development, discovery and exploration. Young children are eager to learn and we are happy to be partners in their academic and emotional growth. We believe students must be provided a solid foundation to experience optimal success in later grades, and this groundwork begins with our youngest learners. Without exception, they thrive in any subsequent academic environment.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
With an average class size of 15 students, TCS provides a highly personal approach to learning. Students are supported inside and outside the classroom with dedicated faculty and substantial extra-help opportunities. All Senior School courses have a robust online learning management system to support student achievement.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our instructor–to–student ratio is purposely kept low to ensure that every student receives the assistance, supervision and direction that he or she needs. We provide a platform for high-achieving learners who require a more challenging curriculum and are capable of completing enriched work in multiple areas of study. We are also able to supplement in-class lessons with additional support for those who may be currently working slightly below grade level. Our goal is to give our students the skills and confidence needed to be successful in the next phase of education and for the rest of their lives.
Trinity College School offers a broad and rigorous curriculum in which students may concentrate in areas of personal interest. At TCS, education is collaborative, rich in discussion, and writing-intensive. We believe that learning is an active process that fosters habits of the heart and mind while challenging all students to communicate effectively and to think both critically and creatively.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We espouse a balance of academic pursuits, athletic participation, artistic expression and community service, the goal of which is to provide the most well-rounded, engaging and comprehensive education possible. No one gets lost in the shuffle at APA, and we are exceptionally proud of the success stories that resonate through our halls. Our students are challenged, encouraged and guided, and they become academically successful and socially responsible, exceptionally well-prepared for future studies and for life.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students with Identified Learning Disabilities (full psycho-educational assessment no more than 3 years old) or other diagnosed needs, are supported through additional support programs such as Learning Strategies Courses, or Academic Support periods. Their test/exam accommodations are based on the recommendations in the psycho-educational assessment. They may include; Extended time, use of a laptop or scribe, alternative, distraction-reduced environment or additional breaks. TCS does not modify the curriculum.
As a result of our small class sizes and dedicated teachers, we are able to provide some accommodation for students with exceptionalities. Students receive additional support to help experience success, either in class, before or after school, or during free time. We also incorporate the modifications contained in any pre-existing Individual Education Plan; however, we often find many of these modifications are either not necessary or can be significantly reduced in our learning environment. Students incorporate strategies and skills to overcome any academic challenges, and the result is often a greater degree of success than in other environments.
Students with clinically diagnosed learning disabilities can be successful at Trinity College School if they do not require modifications to the curriculum and if they are engaged learners willing to accept strategies and supports from their teachers. Generally, these students have LDs that are moderate in nature. Students who surface as having academic challenges while at Trinity College School, are provided with additional academic assistance, learning seminars, and strategies. If initial supports do not improve the status of student achievement, the school may recommend a full psycho-educational assessment to investigate the nature of the academic challenge.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 12
0%
33%
$0
$20,000
80%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 5 - 12
Yes: grades 1 - 8
No
No
No
First and foremost, it comes down to “The Right Fit”. You want a school that feels like a family, a place where teachers are behind your child every step of the way, an environment that nurtures, supports, challenges and cares. Aurora Prep is that school. The best way to determine if APA is the right fit for your family is to experience it by having your son or daughter join us for a Trial Day. Spending a day at Aurora Prep allows you and your child to gain a sense of the way our school operates, the breadth of our academic programme and the strength of our community. This visit also allows us to assess your child to ensure he/she can develop at APA, academically, emotionally, creatively, and socially.
Trinity College School take a holistic view during the admissions process to determine a candidates suitability for our program in an effort to determine fit in three broad categories, academics, extra curriculars and community. Applicants that can demonstrate that they will thrive in our challenging university program, participate in athelitcs, arts and extra curricular programing as well as be a positive member of our caring community are likely to gain entry and thrive at TCS.
Once a child has completed a Trial Day and been accepted to our programme, the following documents are required:
A non-refundable deposit is required in order to secure placement. Please see our Tuition Schedule for further details regarding fees and payment options.
Admission Requirements
Admission to TCS is based on:
How to Apply
There are eight essential pieces of information that must be received by the School before a candidate's file will be considered for admissions:
Send to:
Admissions Office
Trinity College School
55 Deblaquire Street North
Port Hope, ON, L1A 4K7
Canada
